Principals’ Motivation Strategies and Teachers’ Work Performance in Public Secondary Schools in Kiambu County, Kenya
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Date
2025-03
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Kenyatta University
Abstract
Teachers in public secondary schools in Githunguri Sub-County face low levels of motivation, which negatively impacts their performance and the quality of education they deliver to students. Motivation, a key strategy in human resource management, plays a crucial role in enhancing employee productivity and effectiveness. In the context of schools, principals can leverage motivational strategies to improve teachers' performance and overall job satisfaction. Therefore, this study aimed to examine how principals’ motivation methods affect teacher performance in public secondary schools in Githunguri Sub-County, Kiambu County, Kenya. The study also aims to find ways to enhance teachers' productivity through motivation. The study objectives were; to explore the effect of the financial incentives on the teachers’ work performance; to assess how recognition of exceptional performance affects teachers’ performance of their work; to determine the extent to which delegation of responsibilities to teachers influences their work performance; and to investigate how the provision of prompt feedback to teachers influences their work performance. This research is based on Herzberg’s Two-Factor Theory of Motivation. It adopted a descriptive research design and collected data from 180 participants, including teachers and principals chosen through stratified and simple random sampling techniques. The primary tool for data collection was a questionnaire, which gathered quantitative information. The data was analyzed using descriptive and correlational statistics with the help of the Statistical Package for Social Sciences (SPSS) Version 25. Utilizing descriptive statistics, the data was examined using means, standard deviations, frequencies, and percentages. Also, Pearson’s Product Moment Correlation Model and a linear regression model were used to examine the relationships between the independent and dependent variables. The results were presented using tables and graphs, while qualitative data from focus groups were analyzed thematically. Ethical considerations were maintained to ensure the findings' credibility. The findings showed that financial rewards, recognition of teachers, delegation of tasks, and timely feedback from principals positively affect teachers' job performance. The significance of these factors is highlighted by p-values of 0.023, 0.046, 0.037, and 0.032, all of which are below 0.05, indicating a significant relationship. The study concludes that financial incentives, recognition, delegation of duties, and prompt feedback all positively influence teachers' performance, as these relationships are statistically significant. It is recommended that principals implement financial rewards as a motivation strategy. Offering bonuses based on performance can effectively encourage teachers to excel. It is essential to ensure that these incentives are fair, transparent, and linked to measurable outcomes to prevent feelings of inequity among teachers. Moreover, principals should recognize teachers’ efforts and accomplishments through methods such as verbal praise, awards, or acknowledgment during staff meetings.
Description
A Research Project Submitted to the Department of Educational Management, Policy and Curriculum Studies in Partial Fulfilment of the Requirement for the Award of The Degree of Master of Education (Educational Management) of Kenyatta University, March 2025.
Supervisor
Joseph G. Mungai